Information Package / Course Catalogue
ELE 102 Introduction to Mathematics Teaching
MEF University
Degree Programs
Elementary Mathematics Education
General Information For Students
Diploma SupplementErasmus Policy Statement
Elementary Mathematics Education
Bachelor Length of the Programme: 4 Number of Credits: 240 TR-NQF-HE: Level 6 QF-EHEA: First Cycle EQF: Level 6

Ders Genel Tanıtım Bilgileri

School/Faculty/Institute Faculty of Education
Course Code ELE 102
Course Title in English Introduction to Mathematics Teaching
Course Title in Turkish Introduction to Mathematics Teaching
Language of Instruction EN
Type of Course Flipped Classroom
Level of Course Introductory
Semester Fall
Contact Hours per Week
Lecture: 4 Recitation: 0 Lab: 0 Other: 12
Estimated Student Workload 251 hours per semester
Number of Credits 5 ECTS
Grading Mode Standard Letter Grade
Pre-requisites None
Expected Prior Knowledge None
Co-requisites None
Registration Restrictions Only Undergraduate Students
Overall Educational Objective Overall Educational Objective. Written from student-centered learning point of view. Students will understand the profession of teaching. They will experience different school environments and they will work with students one-to-one.
Course Description This course is an introduction to mathematics teaching. We will discuss what constitutes teaching mathematics in different school settings including national and international. We will have chances to enter in real mathematics classrooms in middle schools. Students will participate in small group teaching and will support research efforts if needed. University students will have investigations related to what it means to be a mathematics teacher in different school environments. There will be a regular meeting time for university students and instructor where they will have discussion and reflection at the university.
Course Description in Turkish Bu ders matematik öğretmenliğine giriş dersidir. Ulusal ve uluslararası düzeyde farklı okul ortamlarında matematik öğretimini nelerin oluşturulduğu tartışılacaktır. Öğrenciler Ortaokullarda gerçek bir matematik dersine girme şansını elde edecek, küçük grup öğretimlerine katılacak ve gerektiğinde araştırmalara destek olacaktır. Öğrenciler farklı okul ortamlarında matematik öğretmeni olmanın anlamı ile ilgili keşiflerde bulunacaktır. Üniversite öğrencileri için düzenli bir toplantı süreci olacak ve öğretim üyesi üniversitede bu deneyimlerden sonra tartışma, öğrendiklerini yazılı ifade etme imkanları bulacaklardır.

Course Learning Outcomes and Competences

Upon successful completion of the course, the learner is expected to be able to:
1) Students will understand the dynamics of being a mathematics teacher.
2) Students will be able to analyze how to prepare a classroom environment for successful teaching in different school environments.
3) Students will be able to assess the needs of middle school students and design a program for those students in need with the supervision of the course instructor and University Online Lab School supervisor.
4) Students will be able to contribute to the research efforts to improve teaching/learning in the collaborated middle school classrooms.
5) Students will be able to reflect on their own experiences in written and verbal forms.
Program Learning Outcomes/Course Learning Outcomes 1 2 3 4 5
1) Apply effective and student-centered specific teaching methods and strategies in order to improve students’ mathematical thinking and problem solving skills.
2) Design lesson plans based on how students learn mathematics and students’ difficulties in learning mathematics.
3) Demonstrate knowledge in various areas of mathematics (such as analysis, algebra, linear algebra, geometry, topology, mathematical modeling, statistics and probability, differential equations) and nature of science and mathematics.
4) Display knowledge and skills in developing programs, teaching technologies and materials in order to teach mathematics in effective and meaningful ways based on student needs.
5) Evaluate and assess students’ individual developmental paths, difficulties in understanding mathematics in multiple ways and use assessment results in improving teaching and learning.
6) Have an awareness of students’ social, cultural, economic and cognitive differences and plan the lessons and activities based on this awareness.
7) Collaborate and respectively communicate with colleagues and student parents such that students learn mathematics in best ways and at the same time feel happy and safe. Work effectively within teams of their own discipline and multi-disciplinary as well as take individual responsibility when they work alone.
8) Have awareness of need for life-long learning. Access information and following developments in education, science and technology. Display skills of solving problems related to their field, renew and improve themselves and critically analyze and question their own work. Use information technologies in effective ways.
9) Use scientific investigation effectively to solve problems in mathematics teaching and learning based on scientific methods. Critically investigate, analyze and make a synthesis of data, and develop solutions to problems based on data and scientific sources.
10) Exhibit skills of communicating effectively in oral and written Turkish and command of English at least at B2 general level of European Language Portfolio.
11) Have awareness of and sensitivity to different cultures, values and students’ democratic rights.
12) Display ethical and professional responsibilities. Have awareness of national and universal sensitivities that are expressed in National Education Fundamentals Laws.
13) Demonstrate consciousness and sensitivity towards preserving nature and environment in the process of developing lesson activities.
14) Display knowledge in national culture and history as well as international cultures and recognize their richness. Have awareness of and participate to developments in society, culture, arts and technology.

Relation to Program Outcomes and Competences

N None S Supportive H Highly Related
     
Program Outcomes and Competences Level Assessed by
1) Apply effective and student-centered specific teaching methods and strategies in order to improve students’ mathematical thinking and problem solving skills. N
2) Design lesson plans based on how students learn mathematics and students’ difficulties in learning mathematics. N
3) Demonstrate knowledge in various areas of mathematics (such as analysis, algebra, linear algebra, geometry, topology, mathematical modeling, statistics and probability, differential equations) and nature of science and mathematics. N
4) Display knowledge and skills in developing programs, teaching technologies and materials in order to teach mathematics in effective and meaningful ways based on student needs. N
5) Evaluate and assess students’ individual developmental paths, difficulties in understanding mathematics in multiple ways and use assessment results in improving teaching and learning. S Exam,HW,Participation,Project
6) Have an awareness of students’ social, cultural, economic and cognitive differences and plan the lessons and activities based on this awareness. H Exam,HW,Participation,Project
7) Collaborate and respectively communicate with colleagues and student parents such that students learn mathematics in best ways and at the same time feel happy and safe. Work effectively within teams of their own discipline and multi-disciplinary as well as take individual responsibility when they work alone. N
8) Have awareness of need for life-long learning. Access information and following developments in education, science and technology. Display skills of solving problems related to their field, renew and improve themselves and critically analyze and question their own work. Use information technologies in effective ways. N
9) Use scientific investigation effectively to solve problems in mathematics teaching and learning based on scientific methods. Critically investigate, analyze and make a synthesis of data, and develop solutions to problems based on data and scientific sources. H Exam,HW,Participation,Project
10) Exhibit skills of communicating effectively in oral and written Turkish and command of English at least at B2 general level of European Language Portfolio. S HW,Project
11) Have awareness of and sensitivity to different cultures, values and students’ democratic rights. N
12) Display ethical and professional responsibilities. Have awareness of national and universal sensitivities that are expressed in National Education Fundamentals Laws. S Participation
13) Demonstrate consciousness and sensitivity towards preserving nature and environment in the process of developing lesson activities. N
14) Display knowledge in national culture and history as well as international cultures and recognize their richness. Have awareness of and participate to developments in society, culture, arts and technology. N
Prepared by and Date BENGİ BİRGİLİ , September 2022
Course Coordinator BENGİ BİRGİLİ
Semester Fall
Name of Instructor Prof. Dr. CENGİZ ALACACI

Course Contents

Week Subject
1) What is mathematics teaching?
2) Mathematics Teacher in the classroom. Public School, Private School, US schools
3) Professionalism
4) Guest Teacher- Visit to Darussafaka schools MEB 6th grade curriculum
5) Opening the door to my classroom- Cathy Humphreys Professional organizations Preparation for One to one Teaching
6) MEB Curriculum, US NCTM Standards One to one Teaching
7) Teaching Fractions Examples from 6th grade One to one Teaching
8) Holiday
9) Teaching Geometry Examples from 6th grade One to one Teaching
10) Classroom teaching visits or One to one Teaching One to one Teaching
11) Classroom teaching visits or One to one Teaching One to one Teaching
12) One to one Teaching Readings
13) Classroom teaching visits or One to one Teaching
14) One to one Teaching
15) One to one Teaching
16) Final Project
Required/Recommended ReadingsMEB 6th grade curriculum “Opening the door to my classroom” written by Cathy Humphreys US NCTM Standards
Teaching MethodsStudents will be subjected to watch required video according to flipped classroom. Also several readings and videos will be assigned to them before the class time. Students will begin one- to –one teaching process in a middle school of University within School Project.
Homework and ProjectsStudents will keep journals after school visits. After every lesson, they will reflect on what they observed and experienced. Students will prepare a final project
Laboratory WorkNA
Computer Usehttp://neokusamneolsam.org/kisiler?id=55 http://tedxtalks.ted.com/video/Gelece%C4%9Fi-Yakalamak-%7C-Meltem-Cey;search%3Atag%3A will be watched before the class
Other Activities
Assessment Methods
Assessment Tools Count Weight
Attendance 1 % 15
Application 2 % 10
Presentation 1 % 10
Midterm(s) 1 % 25
Final Examination 1 % 40
TOTAL % 100
Course Administration tuncz@mef.edu.tr

ECTS Student Workload Estimation

Activity No/Weeks Hours Calculation
No/Weeks per Semester Preparing for the Activity Spent in the Activity Itself Completing the Activity Requirements
Course Hours 14 2 4 2 112
Laboratory 1 6 6
Field Work 14 2 3 2 98
Homework Assignments 8 3 24
Midterm(s) 1 3 1 4
Final Examination 1 5 2 7
Total Workload 251
Total Workload/25 10.0
ECTS 5